Lesson Plan Format

Mentor Teacher’s Initials _____

Name: Autumn Smith Grade Level: K Date: 2/25/19 Group Size: 22

Subject/Lesson Topic: Shared Reading – Weather and Seasons (Rain)

Objectives:
TSW be able to discuss different types of weather and seasons.
TSW be able to participate in a whole group discussion about a nonfiction text.

Standards/GLEs:
TS GOLD Objective 18a: Comprehends and responds to books and other texts by interacting during read-
alouds and book conversations.
TS GOLD Objective 27: Demonstrates knowledge of Earth’s environment.

Contextual Factors:
-This is a Team C (medium-high level) class.
-One student attends speech therapy.
-Two students see an RTI specialist for additional reading instruction.
-DRA levels range from A-4.

Teacher Materials/Resources:
-A Rainy Day by Robin Nelson
-Stormy day art project sample

Student Materials/Resources:
-Light blue or gray construction paper (one per student)
-Blue construction paper (cut into raindrops)
-Yellow construction paper (cut into lightning bolts)
-Cotton balls
-Glue
-Markers

Technology Integration: Use the document camera to project materials onto the smartboard.

Family/Community Connection or Extension: Allow the students to bring their stormy weather art
project home to share with their families.

Pre-Assessment: Data collected from the Developmental Reading Assessment (DRA) was used to
establish whole group comprehension level and plan for instruction.

Lesson Procedure and Activities:

Introduction: Read the title of the book and the name of the author to the class. Ask the class to share
what they have already learned about rainy weather. Ask the class, “Do you think this book will be fiction
or nonfiction? Why?”.

Activities:
-Begin reading the book to the class, stopping every few pages to discuss the text. Stop on page 5 and ask,
“What do you think the word ‘gloomy’ means?”. Accept answers and continue reading.
-Stop on page 9 and ask, “What are some other things that can happen when it rains?”. Accepts answers
and continue reading.
-Stop reading on page 17. Ask the students to share what they like to do when it rains.

Closure:
-The students will complete a stormy day art project. Provide the students with construction paper,
raindrop and lightning bolt cutouts, cotton balls, and glue for them to use to create their own stormy day
scene. Display an example project to help guide student thinking.
-If time permits, allow a few students to share their completed project with the class.

Differentiation:
-For high-performing students, ask questions that expand upon their understanding.
-For low-performing students, ask leading questions to assist as needed.

Formative Assessment/Evaluation: The students’ participation in the group discussion and completion
of the stormy day art project will be used to determine whether the learning objectives have been met.